In the last two columns the authors introduced the idea of ethical reasoning and discussed its importance to education. They dealt with the problem of egocentric thinking as a barrier to ethical reasoning. And they focused on the importance of distinguishing ethics from other modes of thought with which it is often confused, namely social conventions, religious ideologies, and the law. In this column they focus on language as a guide to ethical reasoning, pointing out that ethical concepts, and their implications, are implicit in ordinary or natural languages (as distinguished from technical languages). They also discuss the connection between ethical concepts and principles. [For Part IV, see EJ942881.]